Some experiences of promoting the activeness in learning english for students in grade 9

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA
PHÒNG GD&ĐT THÀNH PHỐ THANH HÓA
SÁNG KIẾN KINH NGHIỆM
 SOME EXPERIENCES OF PROMOTING THE ACTIVENESS
 IN LEARNING ENGLISH FOR STUDENTS IN GRADE 9
 Người thực hiện: Nguyễn Thị Tường Vân
 Chức vụ: Giáo viên
 Đơn vị công tác: Trường THCS Minh Khai
 SKKN thuộc lĩnh vực (môn): Tiếng Anh
THANH HÓA NĂM 2017
 I. BACKGROUND :
 1. The reason for choosing the topic:  
 In the modern world, when the economy is going up, the exchange of cultural - economic meeting between the countries is increasingly expanding, the communication of humans in various countries requires people must know how to use the common language besides their mother tongue.
    In the common language of communication on the world, English is now being considered as the most common languag. For years, there have been a lot of people interested in teaching and learning of English at schools as well as in life in our country.
    As an English teacher in a secondary school, I thought about the way : How to teach English with quality and effectively?
   First of all, I always master the aims that the Ministry of Education proposed the English course in secondary schools is: to help students practice on the basis of four skills of listening - speaking - reading - writing abilities achieve reading English at secondary level, creating favorable conditions for learning and understanding of modern science and technology and cultural treasures of the rich world.
        The innovation of textbooks and teaching methods is an objective requirement in order to help learners acquire knowledge system, more dynamic, more creative, intellectual development capacity at a higher level, requiring teachers must invest more research to help students get the basics. Meanwhile, students in many subject areas unbalanced conditions and learning abilities , such as in rural and mountainous areas, they are not in a position to participate in the English course, not yet in a position to communicate with foreigners, media, reference books needed less. To meet the above requirements , the tutors soon find appropriate solutions to overcome these difficulties and provides for effective teaching and learning of English.
        Looking at the actual Minh Khai Secondary School students, beginning in their very modest, their English skills are limited, most of them do not feel confident when learning English. Teachers to teach, I have seen them in English or how, but want to do this then requires students to actively take initiative in learning. On that basis, with these thoughts, I applied some solutions and created learning atmosphere lively student in the English lessons.
      Arriving at school with the concern , brought the hope that my experience will help passionate teachers in the practical application and more successful in teaching, so I’m trying to give " some experiences of promoting the activeness in learning English for students in grade 9".
 2. Rationale :
 In order to promote active learning for students, first we must understand that a positive pedagogical phenomenon, expressed high exertion activity in many aspects of learning and it comes true positive learning substance is said to be positive perception, it is expressed: students wishing to acquire knowledge, skills and applied skills to communicate, inspire learning, from here you will learn self-discipline training, mobilization all cumulative experience ( vocabulary, grammar rules ... ) to imitate, reproduce, searching behavior and conduct innovative communication situations. Students actively select and manipulate knowledge thought proper to take the necessary language behavior, consistent with the circumstances of communication, awareness and knowing reveal their understanding verbally article through language. They know how to work in pairs, in groups, to cooperate with you when necessary in the course of language training at the request of the teacher. Students who wish to contribute new information acquired from various sources, sometimes beyond ... Three lessons expression level learning is positive:
                              Explore - Creative - Mimic
         From positive thinking towards creative thinking is the result of non-stop activities you and your students. Should require teachers to find appropriate teaching methods, which are geared towards teaching how to learn , help people learn cognitive activities to promote positive, proactive, creative, make it enable learners to explore, discover, discovered knowledge against passive learning habits. NQTW2 (VIIIth) stated: " Innovation powerful educational methods and training, overcoming a one-way path to indoctrinate, train sticky creative thinking of students. Step by step application of advanced methods and modern methods in the teaching process, ensuring conditions and time study, self- study students. Development of self-learning movement, self-training routine and widespread in the entire population. " It was the encouragement of active teaching perspective, expressing thoughts of teaching and learning " learner - centered "
      To make this possible, the teacher should build collective self learning class. From here you can see the importance of self-discipline in learning and feeling studious, efforts to emulate each other in learning. The success of a lesson depends very much on students.
 2. Reality matters:
 Perhaps none of us deny the importance of English for Vietnam in economic integration, political and cultural world, especially when the process of globalization is occurring at breakneck speed. Good command of the English language will help us feel more confident in communication . However, in every class I always see the bewildered eyes, strange, sad, bored to learn, this is a matter of concern as I have. Being assigned to teach the ninth-form students, I always worry about the previous year when the forecast 8th grade now I found that the 9th graders learned very quietly, 
in the class there were only a few active students, others sitting rest, making classroom atmosphere very boring. Through practical teaching, I found them quite level difference, in the first class, only the relatively older children or speech all remaining construction will not participate in the activities, some school student refuses to copy all, sometimes bored school children to sleep well in class.
 II. RESOLUTIONS:
    Here are some solutions that I have applied in the teaching process 9th grade English subject in the school year 2015 - 2016 and the first semester of the 2016-2017 school year at Minh Khai Secondary School.
A. For the teacher :
a. Preparation :
        Teachers need to have invested a lot of effort and time to collect documents and images related to the topic, constantly up-date information to support lectures. Before preparing a lesson, teachers have studied in post content , then add and expand their knowledge of content instructors need to prepare some teaching materials that teachers towards to develop post. Today, with the advancement of science and technology , the visual media can increasingly modern applications to serve as teaching many pictures of beautiful colors, or other electronic means, information art as language learning tapes, video tapes, movies, lights, computers ... in addition, teachers can use other means to search the school, or family can do to use in the teaching. With the preparation of new teachers so they can make up all class as people suggest, catalysis, motivate, mentor, referee in activities to explore exciting, hotly contested by students.
b . In the article ( Getting started )
       In English 9, in all parts shown in the Getting started section. The purpose of this section is to get students excited to be learning in all subject and also to review the practice of knowledge related to post or to teachers create the necessary communication needs necessary for the operation of the post.
       Warm-ups ( Getting started ) typically accounts for a short period of time compared to the lesson, but extremely important. Its aim is to prepare psychological knowledge to new lessons, arouse the available knowledge of students related the need for new lessons, inspire new lessons , creating a pleasant atmosphere between teachers and students. Therefore, to do this teachers need flexibility to use various tricks such as using pictures, real objects instead collected in the book to cause controversy attractive, ask the relevant knowledge Oldest to post, play some mini games to exploit the available knowledge of the students and lead to new post . When doing this, teachers need to pay attention to the following points: It can be used both in English and Vietnamese, should provide an opportunity for students to ask the 
teacher or ask each other to inspire, promote active students. Always interested in psychology of students’ age and interests of the student to make the appropriate procedure.
      For example, to teach “gettting started” in Unit3 - English 9, I have photocopied zoom 6 pictures in the book, and guided the students to play the game: Kim 's game 
( What are they doing in each picture ? )
- By the way I get the attention , concentration and stimulate students need to communicate in English to the children . You can look at the picture and think of activities in English , was quickly put out the question :
- A woman is watering vegetable. – Some boys are swimming. – A girl is collecting eggs. – Some women are cutting rice.
- A man is feeding his pig. – A boys is flying a kite. – Some boys are playing soccer.
 c. Introduction : ( Listen and read )
  Teachers can introduce content related with the topic, can introduce vocabulary, grammar, or language functions through conversation. Teachers should collaborate with paintings , visual aids to clarify the situation , the context of the conversation, through which clarify the meaning of new words or function, using the new structure. Note enabling students to discover new information through the elicitation procedure to help students understand the lesson better.
When introducing new words and structures, teachers can use some different games to get more attention from students and to make them more active.
For example: To help student remember the new words and structures in “Listen and read” ( Unit 1- English 9) teacher can guide student to play the game 
*“ Noughts and crosses” 
impressed
mosque
wishes
pen pals
correspond
visit
keep in touch
modern
used to
- Teacher asks students to close their books.
- Teacher makes a sentence.
 Maryam was really impressed by the beauty of Hanoi.
- Teacher divides the class into two groups: One group is “Noughts” (O) and another is “ Crosses (X)
- The groups choose the words in the table and make sentences in turn. The group 
that makes a correct sentence will get an “O” or an “X”
 Example: Group " Noughts" chooses the word " impressed”, if one student from the group can make the sentence "Maryam was really impressed by the beauty of the city/ Ha noi”, the group will get an “O”.
Group " crosses" chooses the word "used to", if one student from the group can make the sentence, " Lan used to walk past the mosque (on Hang Luoc street/ on her way to primary school)" the group will get an “X”.
O
X
- The group that has three "O" or three "X" in vertical, horizontal or diagonal lines will win the game..
*Lucky Number.
- Teacher writes 7 numbers on the board and tell students each number is for a question but 2 of them are lucky numbers. If students choose a lucky number, they do not have to answer any questions but they get two points and they can choose another number.
- Teacher divides the class into two teams.
- The team having more points wins the game.
 Questions for Lucky Number: Listen and read –Unit 6- English 9
1/ What does group 2 have to do?
2/ Lucky Number
3/ Mr Brown has to give out the bags. ( Is this sentence T or F?)
4/ Complete this sentence: If they work hard today, they ...................
5/ Lucky Number
6/ What do we call a person who works to protect the environment from damage or destruction?
7/ Give the names of the two pictures: 
*Suggested answer:
1/ The group 2 has to check the sand.
3/ It's True.
4/ If they work hard today, they will make the beach clean and beautiful again.
6/A conservationist.
7/ garbage dump/ water pollution.
* Activity 10- square.
Teacher shows the squares on the board. Teacher tells students that they are going to retell the content of the lesson by choosing any numbers on the squares. The contents of the squares are hidden. Teacher divides the class into two teams. The team having more correct sentences will win the game. After the game, teacher asks some students to look at all the squares and retell the content of the lesson.
1
conservationists/be/ beach.// going/clean.
2
 Group1/walk/the shore. 
3
Group2 /check/ sand.
4
Group 3/ check/ rock. 
5
Mr Jones/ collect/bags/
 take/ garbage dump.
6
Mrs Smith/provide/ picnic lunch.
d . Teach Speaking ( Speak ) :
       Teachers should collaborate frequently used forms of practice speaking in pairs (pairs) or in groups (groups) so they have more opportunities to use English in class. In addition, teachers should organize activities to the competition between groups, creating exciting learning atmosphere. With what words students want to express in English but not, may allow students to use the special Vietnamese students say false, incorrect pronunciation is not interrupted. Teacher should let pupil speak naturally, then correct for weak students, teachers need to give a lot of suggestions, questions or simply close small problem for students not lose confidence when answering. 
For example, to teach part Speak at Unit 6 - 9 , I used cardboard to write the conversation to which the purpose is to focus the attention of the students to look up the table, handing pairs student activities rearrange the position of the sentence into a logical conversation , the teacher easily be handled all subjects to students if they look at the books, they will easily be dominated by pictures other by vivid pictures , colors look beautiful or neglect look. Besides, it’s very convenient for students to look up the table to practice conversation in pairs .
e . Teach listening skills ( Listen )
       Teachers should take three steps to teach listening ( listening before, during and after listening listening ) and should be grouped according to student performance, combined with photos, listen more games to be gentle. Now students should listen to through out a single turn and not interrupt. The simple listening ( name, age, 
classification ) should be to the average student, weak , poorly detected, the complex listening for strong students to answer ( describe , explain , compare ... ).
        For example: Listen To teach part -Unit 3 - English 8, I have prepared some utensils follows: stereo- tapes, garlic, green peppers and some pictures of dishes collected from magazines " Happiness family " and " Women of Vietnam ", ... With this preparation, when I give things out, the students can learn the lesson content today is what attracted me and the right to post a gently.
f . Teaching reading comprehension skills (Read )
        Teachers also perform three steps to teach reading ( before reading , during reading and after reading ). Teachers should simplify reading by giving some simple exercises like article provides some questions correctly identify false (T/ F statements), rearrange the sentence position due course content questions story ( Ordering ), painting and taking questions for students to guess the content , ask students to put a few questions that I hope all readers will respond ... to avoid boredom, teachers should change the procedure technology to match the content and the type of exercise . The article read in class 9 relatively new term with ample amount of preparation so the students are all extremely important , teachers should guide students to do specific tasks before learning something new all the teacher's intentions such as composing new kind words from , find the reading theme , the actual contact ...
For example: To teach part Read - Unit 8, I do not use the usual tricks such as T / F statements, comprehension question ( Lucky number), but I guess for students in the form of lesson content Networks. Have students work under the 2 groups, the board wrote. After reading the contents of the two groups continue to post additional comments to the above table to complete and each group can only be written on a turn table. Thus attract most students participate in positive activities.
 g . Teaching writing skills ( Write )
        Teachers also perform three steps to teach writing ( prewriting, writing, and later in writing ). Teachers can stimulate students' interest in using post visual aids, paintings illustrating themes write , set up a situation for the article, the article discusses types: a leaf letter, a story ... a good teacher should do the tutorial sample through reading assignments for students by talking in pairs and groups through a number of questions, to play a language game, tell a story Thereby teachers ... outline ( Out line) or a key expressions on the board, ask students to use an outline or table as part of the basic key to write. Besides the preparation of students prior equally more important in writing so teachers should suggest questions before students go home to have time to think. Ask more problems related topics. User vocabulary for students to serve content to be written. Assigned to the students about the specific exercises to improve writing skills for children.
For example: Before teaching part - Write Unit 8 - English8 , I ask students to prepare in advance: - Name the parts of a letter, prepared words and phrases to describe the home village. The base material in my village. What I like most in my village.Why?
      For the preparation of students, teachers can give students to write one component quickly and do not need to review the students write in Unit 5. So teachers can save time and students can participate to answer questions by a lively proactive and prepared for teachers and students how to answer questions, said before writing very fluently because they have capital from which the preparation I made.
 B. The combination of teachers and students:
a. Understanding and classifying student performance:
        Firstly, to make sure that the measure is effective to contact the school, I want to learn the location of the class in the past year combined with survey data early to know the learning status of students. Next, I classified the qualified students in groups arranged for convenience later.
b. Divide groups in the class :
       When I have known the students’ ability, I contact with their form teacher and presented the status of their knowledge of English subjects. I divided the class into groups, each group has arranged them quite good academic from the poor, between the educated groups were similar ( not the difference ) to avoid encroaching groups the other group surfing leads to a classroom speech is not uniform in all construction. Each group may nominate an academic leader best. The leader is responsible for:
- Managing your team in the process of English learning.
- Helping and guiding the practical difficulties that the team does not understand and you do not.
- Contacting the teacher and ask the teacher explained the problem in learning the English department of the group.
      The group learning in the classroom is very useful, they have weak or bored school student's English language entrance requirements, I have joined in the movement of the group, giving them more confidence in speaking, discussion with you in the group with the des